Communication Skill Development for Rural Adolescents through Social Cognitive Intervention
Abstract
Communication skills are playing an important role in predicting individual’s employability in work place. Youth from the rural area are not equipped with the communication and public speaking skills therefore they are struggling to get into the job market. According to social cognitive theory and Vygotsky’s theory of cognitive development individual’s immediate society and family are the major influencing factors of skill acquisition. Youth from such environmental conditions are requiring skill development trainings. The objective of the current study is to examine the effectiveness of social cognitive intervention on communication skills development among the rural adolescents. 11th grade Students from government school located in rural area of Coimbatore district were selected, totally 50 students participated in this study. Purposive sampling method was used to select the sample. Single group Pre-test, post-test and follow up experimental design was used. The study consists with four phases 1) pre-test phase 2) Intervention phase (social leaning intervention) 3) Post-test phase and 4) follow up Phase. The intervention session was conducted weekly once to the participants in 12 sessions for duration of three months period. Mean, SD, ANOVA, Post hoc tests were used to analyze the data. Results revealed that social learning intervention significantly improved the rural students’ communication skills.
References
Bandura, A. (1989). Social cognitive theory. In R. Vasta (Ed.), Annals of child development. Vol. 6. Six theories of child development (pp. 1-60). Greenwich, CT: JAI Press.
Ceylan, ù. (2009). VÕneland Validity-Reliability Study for Social-Emotional Early Childhood Scale and Examination of the Influence of Creative Drama on Five-years old Children’s Social-Emotional Behaviors who have been attending to the Preschool Training Institutions. Unpublished Doctorate Thesis. Gazi University, Institute for Educational Sciences. Ankara.
Gardner, S. J. (2015). Teaching Students With Developmental Disabilities Daily Living Skills Using Point-of-View Modeling Plus Video Prompting With Error Correction . Focus Autism Other Dev Disabl, 30 , 195-207.
Hamidreza Vatankhah, D. D. (2013). The effectiveness of communication skills training on self-concept, self-esteem and assertiveness of female students in guidance school in Rasht . Social and Behavioral Sciences, 84 , 885 – 889 .
Hitchcock, C. H. (2003). Video Self-Modeling Intervention in School-Based Settings A Review. Remedial and Special Education, 24 , 36-45.
Mohamad Sattar Rasula, . R. (2013). Graduate Employability For Manufacturing Industry . Social and Behavioral Sciences 102 , 242 – 250 .
Önalan AkfÕrat, F. (2004). Influence of Creative Drma on development of social skills of hearing- impaired people. Unpublished Doctorate Thesis. Ankara Üniversitesi. Institute for Social Sciences. Ankara.
Rosenthal, T. L., & Zimmerman, B. J. (1978). Social learning and cognition. New York: Academic Press.
Savanee Sermsuk, D. T. (2014 ). Employment Conditions and Essential Employability Skills Required by Employers for Secondary School Graduate . Social and Behavioral Sciences, 116 , 1848 – 1854.
Spence, S.H. (2003). Social Skills Training with Children andYoung People:Theory, Evidence and Practice. Child and Adolescent Mental Health Volume, 8,. 84–96
Schlichting, K. A. (2004). A Self-Modeling Intervention for High School Students with Public Speaking Anxiety. Journal of Applied School Psychology ,20, 47-60.
Velayudhan, A., & Palanisamy, V. (2015). Social skills on Percived Employability among Rural Yoth: Coimbatore District. In U. R. Mahadevan, Youth Developoment Emerging Perspective (pp. 57- 66). New Delhi: Shipra Publications.
Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press.
Yorke, M. (2004) Employability in higher education: what it is - what it is not. (York, Generic Centre, Learning and Teaching Support Network). http:// www.ltsn. ac.uk/genericcentre/index.asp?docid= 18968.
In submitting the manuscript to the International Journal on Integrated Education (IJIE), the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with International Journal on Integrated Education (IJIE) agree to the following terms:
- Authors retain copyright and grant the International Journal on Integrated Education (IJIE) right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the International Journal on Integrated Education (IJIE) published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
1.png)
